THE USE OF META-COGNITIVE SELF-ASSESSMENT STRATEGY FOR DEVELOPING WRITING SKILLS AMONG STUDENTS

Abstract

The role of meta-cognition is significant in teaching and learning process, such as the reading, writing development, problem solving, social cognition, self-control, attention, communication & in the development of personality. Thus, merely awareness about the learning procedure would not assurance of good instruction, on other hand, lacking it, teaching is just a trial and error as well as monotonous practice and most of the teachers can be destructive to their learners. This research conducted to explore the metacognitive self-assessment strategy effect on Writing Skills of 7th grade students in context of Pakistan in public school of Punjab. The experimental design was adopted in this study which involves two groups (experimental and control groups) pretest and posttest design. The sample consisted of 60 students of a public girls' high school. Writing Skills test was developed by researcher for data collection, mean, standard deviation and independent t-test were applied for data analysis. Results indicated that those students given the treatment attained higher scores compared to control. So, it is suggested that teachers should use metacognitive self-assessment strategy for teaching of writing skills in classroom.